Equalities

Rendlesham Primary School Date completed: December 2013

Section 1 - Who Comes to Our School?

Here is some information about our school population. These are the groups we need to plan services for; we regard this aspect of our work as very important; the information also helps us to meet our duties under the Equality Act 2010. As a school our main function is to provide good access to educational opportunities and help/support our pupils to perform well at school. We have to make sure we do not disadvantage anyone in our school and we use the following information to help us. We also welcome your views.

This information is taken from the Autumn 2013 School Census – LA schools only .

Our School

LA

Number

%

%

Gender

Girls

95

46

Boys

111

54

Ethnicity

White British

183

86.7

84.8

White Other (includes European)

9

4.3

3.6

White Irish

1

0.5

0.2

Traveller of Irish Heritage

0

0

0.0

Gypsy/Roma

0

0

0.2

Mixed White & Black Caribbean

1

0.5

1.3

Mixed White & Black African

1

0.5

0.5

Mixed White & Asian

6

2.8

0.6

Any Other Mixed Background

1

0.5

2.4

Black - Caribbean Heritage

0

0

0.2

Black- African Heritage

0

0

0.3

Any Other Black Background

1

0.5

0.2

Asian - Indian

0

0

0.7

Asian - Pakistani

0

0

0.1

Asian - Bangladeshi

0

0

0.7

Any Other Asian Background

1

0.5

0.2

Chinese

2

0.9

0.1

Any other minority ethnic group

0

0

0.6

Refused / not-known

0

0

0.5

Not Obtained

0

0

1.9

Not Ascribed

0

0

0.9

* Caution is required where numbers are small (3 or less;, it may be possible to give a total figure in order to maintain confidentiality when publishing information.

Free School Meal Eligibility

Not Eligible

195

92

88

Eligible

16

7.6

12

Religion/Belief

Buddhist/Taoist

Christian

112

53

Hindu

Jewish

1

0.5

Muslim

Sikh

Other

1

0.5

Refused

6

0.3

No Religion

91

43.1

Special Educational Need

No Special Educational Needs

179

84.8

82.7

School Action

23

9.1

School Action Plus

8

6.7

Statement of SEN

1

1.4

Profile of Need

Problems with Mobility (MOB)

Problems with Hand Function (HAND)

Problems with personal care (PC)

Problems with eating and drinking (EAT)

Problems with medication (MED)

Problems with incontinence (INC)

Problems with communication (COMM)

Problems with learning (LD)

Problems with hearing (HEAR)

Problems with vision (VIS)

Problems with behaviour (BEH)

Problems with consciousness (CON)

Problems with ASD / Aspergers (AUT)

Problems with palliative care needs (DDA)

Other disability / health problem (OTH)

Analysis/comments:

Analysis of our school population

We are a rural village school with a predominantly white British population. The village is new and there are not yet generations of families from a range of ethnic backgrounds living together in the area. Although the village continues to grow the proportion of white British families remains high and does not look likely to change. Due to the limited opportunity for pupils to experience a range of cultures in their community, the school continually seeks ways of broadening the children’s understanding of a range of religious beliefs and values.

Comparisons to data for Suffolk as a whole:

The school’s percentage of white British pupils is slightly higher than that of the Local Authority. We have a limited range of ethnic groups and in many cases just 1 pupil which abnormally affects our data compared to that of the local authority.

Section 2 - Advance Equality of Opportunity between People

The main thing we do as a school is to provide access to good educational opportunities and to promote achievement and attainment for everyone who comes to our school. We use information (data) to help us do this.

The progress of each year group in maths, reading and writing. This is recorded in APS(Average point scores) both termly and year to year.

The attainment of all pupils in maths, reading and writing.

The attainment and progress of intervention groups.

Attainment Data

This is how our school compares at the end of Year 6 (Key Stage 2)

This is how different groups in our School achieve at the end of Year 6 (Key Stage 2) based on 2013 scores compared to national data.

Key Stage 2 Outcomes for Different Groups in Our School

Eng/Maths School- L4+ combined

National

L4+ combined

Gender

Girls

54

79

Boys

69

72

White

Ethnicity

White British

62

76

White Other (incl. European)

0

68

White Irish

0

81

Traveller of Irish Heritage

0

30

Gypsy/Roma

0

23

Mixed

0

75

Mixed White & Black Caribbean

70

Mixed White & Black African

74

Mixed White & Asian

81

Any Other Mixed Background

77

Black

0

69

Black - Caribbean Heritage

67

Black- African Heritage

70

Any Other Black Background

67

Asian

0

74

Asian - Indian

82

Asian - Pakistani

68

Asian - Bangladeshi

74

Any Other Asian Background

78

Chinese

86

Any other minority ethnic group

0

68

Unclassified

0

64

All pupils

62

75

Special Educational Need

No Special Educational Needs

80

88

Special Educational Need

0

38

Profile of Need

Problems with Mobility (MOB)

Problems with Hand Function (HAND)

Problems with personal care (PC)

Problems with eating and drinking (EAT)

Problems with medication (MED)

Problems with incontinence (INC)

Problems with communication (COMM)

Problems with learning (LD)

Problems with hearing (HEAR)

Problems with vision (VIS)

Problems with behaviour (BEH)

Problems with consciousness (CON)

Problems with ASD / Aspergers (AUT)

Problems with palliative care needs (DDA)

Other disability / health problem (OTH)

Free School Meal Eligibility

Not Eligible

62

81

Eligible

0

58

Exclusions

Exclusions

School / setting

School Protected Groups %

Number

%

Fixed term

0

0

Permanent

0

0

Commentary:

There were no fixed term or permanent exclusions recorded.

Example: Prejudice related incidents

Prejudice related incidents

School / setting

Number 0

0%

Commentary:

There were no reported incidents

Analysis/comments:

Things we do well:

We track the progress and attainment of all pupils. Data is analyses by protected group and reported to governors and staff at regular intervals. Parents are kept well informed of their child’s progress and attainment.

We use screening to identify special needs. Interventions are then targeted to ensure children receive the necessary support.

Things we would like to improve:

Progress does not yet happen at an even rate across the school. Protected groups make better than expected progress but year on year there are inconsistencies.

Section 3 - Foster Good Relations between People

We want our school community to provide a welcoming and comfortable environment for all who come here. We want to foster an open environment where people feel they are being treated with dignity and respect.

Examples

Steps the school / setting has taken

Social and Emotional Wellbeing:

Children are encouraged to celebrate inclusivity and support a range of pupil’s special educational needs. There is a buddy stop on the playground for pupils who have no one to play with.

Pupil Voice:

We have an active School council and children run lunchtime clubs including Radio club, and Chinese Club.

Positive Imagery:

Throughout the school there are posters linked to E safety and child safety, i.e. Child line

During assembly familiar songs and phrases are signed using BSL.

Community Links:

We have a link to local care home, they are invited to school events and our choir sings at the home.

We share our site with a Children’s Centre and have excellent relations with staff, which enables us to support more families in need.

Our Parent Liaison Assistant helps all families in need.

Removing Barriers and Reasonable Adjustments:

We use text messaging and emails for contacting parents / carers as well as publishing information on our website. Paper copies are sent to families who are without email/mobiles.

sponsorship

We raise funds to help children in need, both globally and locally. Pupils have baked cakes to support a child with a rare medical condition and dressed up to raise funds for a child injured in a road accident. We support the Samaritan’s purse appeal and have raised money for Comic Relief.

Analysis/comments:

Things we do well:

Communicate to parents

Promote and foster inclusivity

Raise awareness of the needs of others

Things we would like to improve:

How we support and improve our local community

The opportunity to experience more cultural diversity in a predominantly white British community.

We have considered the information collected above and have identified 3 key objectives that our school will focus on this year. These objectives will help us to meet the three arms of the general duties required in the Equality Act 2010 to:

Eliminate unlawful discrimination

Advance equality of opportunity

Foster good relations

Our equality objectives are:

1. Increase the number of multicultural opportunities available in the new curriculum.

2. Improve the accuracy of recording of incidents relating to protected groups

3. To become more involved in local community events.

* Equalities information will be updated annually and progress towards our objectives will be monitored and reviewed every year. In line with legislation, the objectives will be re-published formally, at least every 4 years.

Equality Objectives for period December 2013 – December 2014

Objective

Actions

Who will be involved?

Timescale

How will we measure our success?

Ensure there are a number of multicultural opportunities available in the new curriculum.

During discussions on the new LTP add multicultural (MC) opportunities and texts.

Improve the accuracy of recording of incidents relating to protected groups

Train staff on how to complete the forms

Discuss the full range of incidents that require reporting

Senior Leaders

Monitored by Governors

Dec 2014

Annual return is completed

Record keeping is central and accessible

To become more involved in local community events.

Ensure local the school is regularly promoted in the community News magazine

School clubs participate in local events

Community groups enrol the services of the pupils to participate in local events.

Head teacher

All staff

Dec 2014

Increased number of events attended

Community projects completed by pupils

Monitoring arrangements:

Termly review by senior leaders and reporting to Governors

Review dates: December 2014

Acknowledgment:

This document has been developed drawing on the good practice of the Equalities Network and New

Analysis of our school population

We are a rural village school with a predominantly white British population. The village is new and there are not yet generations of families from a range of ethnic backgrounds living together in the area. Although the village continues to grow the proportion of white British families remains high and does not look likely to change. Due to the limited opportunity for pupils to experience a range of cultures in their community, the school continually seeks ways of broadening the children’s understanding of a range of religious beliefs and values.

Comparisons to data for Suffolk as a whole:

The school’s percentage of white British pupils is slightly higher than that of the Local Authority. We have a limited range of ethnic groups and in many cases just 1 pupil which abnormally affects our data compared to that of the local authority.